The first third of the article by Carr & Claxton on tracking the development of learning dispositions is in essence a position statement. The balance is an evaluative review of possible methodological approaches for assessing or measuring learning disposi- tions. This response to their article challenges two claims in the position statement section. The first counter-claim is that dispositions are so functionally dissimilar from capabilities that it is doubtful whether dispositions are stable enough for their assessment to be valid or worthwhile. The second challenge is directed towards the proposition that an effective and legitimate way to place value on some aspect of education or to have value placed on it by others is to formalise its assessment and reporting. This argument is flawed in the case of dispositions, but is also inadequate as an argument in general.
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